Programming and Making with Micro:Bit

CYBER ARCADE PROGRAMMING AND MAKING WITH MICRO:BIT

Educator Curriculum Guide Middle School Version (Grades 6–8) ACKNOWLEDGEMENTS

This curriculum was developed in collaboration with Sarah H. Chung (curriculum development and photography), Dora Medrano Ramos (Maker Ed project lead), Goli Mohammadi (editorial), and Kim Dow (design).

Maker Ed is also grateful for the collaboration with the Oakland Unified School District in the creation and implementation of this curriculum.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. To view a copy of this license, visit creativecommons.org/licenses/by-nc-sa/4.0.

MakerEd.Org @makeredorg @makeredorg makereducationinitiative

The Maker Education Initiative is a 501(c)(3) nonprofit organization. EIN#: 83-4594261 OVERVIEW

This curriculum is a fun and creative introduction to computer science and hands-on making for makers in middle school grade levels (ages 12–14) with little to no experience in programming or 3D design. In each session, makers have opportunities to develop knowledge in computer science, engineering, art, and game design, as well as exposure to real-world industry concepts and vocabulary.

Using a Micro:bit (a pocket-sized computer) and MakeCode (free online software), young makers practice problem-solving and teamwork to create interactive arcade games. Project-based making and coding is all about learning by making mistakes and working through challenges. This curriculum guide offers facilitation and troubleshooting tips to encourage makers to use available resources to work through challenges with their peers (as opposed to viewing the teacher as the expert).

This 10-week unit provides instruction and activities for 10 hour-long sessions. Each lesson includes an introduction, essential questions, learning outcomes, key vocabulary, a list of materials, teacher prep work, facilitation tips, additional resources, step-by-step lessons, and common troubleshooting tips.

Sessions intentionally synthesize skills learned in previous sessions. However, as each community and learning space is different, lessons are also designed to be modular. Adaptations and pacing can be changed as needed to best suit the needs of you and your learners.

Note: This Cyber Arcade curriculum guide for middle school is an abbreviated and faster-paced version of the Cyber Arcade curriculum guide for elementary school, which is 20 hour-long sessions. What is a Micro:bit and physical computing?

In this curriculum, we use the BBC Micro:bit, a pocket-sized computer that has a variety of features, including 25 LED lights, two programmable buttons, an accelerometer, Bluetooth capability, a built-in compass, and can support external features such as servos, buttons, and speakers. A Micro:bit can be programmed using Microsoft MakeCode, a free web-based code editor that uses a block-based programming language.

Physical computing encourages interdisciplinary learning, problem- solving, and creativity through the use of physical materials, technology, and tools. In this 10-week unit, makers design, build, and code an interactive arcade game in creative ways, engaging in computer science, computational thinking, and problem-solving.

What is maker education?

Maker education offers a transformational approach to teaching and learning that attends to the real and relevant needs of humans as learners.

MAKER EDUCATION IS, FIRST AND FOREMOST, HANDS-ON AND LEARNER-DRIVEN.

This empowering approach positions student agency and interest at the center, asking learners to become more aware of the design of the world around them and to see themselves as having the agency to tinker, hack, and improve that design.

Throughout this curriculum, educators are encouraged to match the needs of their learners by varying the pacing of the lessons, encouraging creativity and multiple pathways to completing projects, and allowing learners the freedom to explore, tinker, and make. TABLELESSON OF | CONTENTS CYBER ARCADE: | CYBER PROGRAMMING ARCADE: PROGRAMMING AND MAKING AND WITH MAKING MICRO:BIT WITH MICRO:BIT MIDDLE5 | ELEMENTARY SCHOOL

WEEK 1 Introduction to Micro:bit

WEEK 2 Create a Micro:bit Character

WEEK 3 Designing Games with Conditionals and Number Ranges

WEEK 4 User Interface/User Experience of Micro:bit Games

WEEK 5 Coding Sounds and Switches

WEEK 6 Cardboard Engineering and Prototypes

WEEK 7 Introduction to Servos

WEEK 8 Introducing the Cyber Arcade

WEEK 9 Cyber Arcade Work Sessions

WEEK 10 Cyber Arcade and Event Planning INTRODUCTION | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 1-1 | MIDDLE SCHOOL

WEEK 1 INTRODUCTION TO MICRO:BIT

INTRODUCTION

This week makers learn how to start using a microcontroller (Micro:bit) with coding software (MakeCode) to begin designing cool physical computing projects.

ESSENTIAL QUESTIONS

• What is a microcontroller? • How can I use one to make cool stuff that connects to the physical world? • How do artists, engineers, and makers solve problems when they’re working/inventing?

LEARNING OUTCOMES

1. Learn about a microcontroller and how to program one with coding software. 2. Write lines of code and learn how to save, download, and upload code from software to the microcontroller. 3. Engage in pair programming as a way of collaborating with a partner. TEACHERLESSON | RESOURCE CYBER ARCADE: | CYBER PROGRAMMING ARCADE: PROGRAMMING AND MAKING AND WITH MAKING MICRO:BIT WITH MICRO:BIT 1-21-2 | | MIDDLE MIDDLE SCHOOL SCHOOL

VOCABULARY

Physical computing: Creating or using devices that interact with the world around us

Microcontroller: Small device (similar to a mini computer) used to control other devices and machines

Pair programming: Method of working in pairs where one person “drives” the laptop while the other “navigates” or instructs the driver

Software: Term used to describe computer programs

Code: Set of instructions that a computer understands

Upload: Sending information or data to a device or computer

Download: Taking information or data from a device or computer

USB to micro-USB cable: Cord that transfers data and information from the computer to a device

USB flash drive: Portable storage device that can store and move files

Troubleshooting: Using resources to solve issues as they arise TEACHERLESSON | RESOURCE CYBER ARCADE: | CYBER PROGRAMMING ARCADE: PROGRAMMING AND MAKING AND WITH MAKING MICRO:BIT WITH MICRO:BIT 1-31-3 | | MIDDLE MIDDLE SCHOOL SCHOOL

MATERIALS LIST

EACH PAIR OF MAKERS NEEDS: • Micro:bit microcontroller • Laptop with internet connection • USB to micro-USB cord • USB flash drive • External battery pack • AAA batteries (2) • Notebook TEACHER RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 1-4 | MIDDLE SCHOOL

Saving files:This curriculum doesn’t require that students create MakeCode accounts and instead TEACHER PREP WORK uses USB flash drives to save files. 1. Ensure the internet connection is Students can create accounts if they working. have an email address they can login 2. Connect your laptop to a projector and verify their account with. This or screen. enables them to easily save their files, and they can then login and use 3. Preload videos and slideshow. MakeCode from any other computer 4. Print the Troubleshooting Tips at with an internet connection. the end of the lesson and post in Collaboration: Let smaller issues the classroom. work themselves out. Record specific positive examples that you can share FACILITATION TIPS with makers in the moment or at the Make sure that you’re comfortable end of the project. These examples with the save/download/upload provide models for all learners. process so you can help makers going Frustration: When frustration levels through this process. are not high, let learners figure it Makers will likely be curious and out on their own or keep facilitation explore various other blocks on the at a minimum by asking a question software page. It’s up to you as the and walking away. When frustration facilitator to decide how much you want levels are high, intervene more to let your makers explore. It can be directly to help makers find some helpful to verbally honor their curiosity success. but remind them to follow your specific Circulate among the makers and instructions to ensure everyone learns monitor for both collaboration and the basics first. Remind them that there frustration. will be more time to explore and that this is just the first day. For makers who finish quickly or need ADDITIONAL RESOURCES more of a challenge, inform them Micro:bit Project Tutorials that there are many tutorials on the Wonderful Idea Co: Micro:bit MakeCode website (such as “Flashing Mutants Heart,” “Name Tag,” or “Smiley Buttons”) that they can try on their Micro:bit Tutorial on YouTube own to explore the Micro:bit further. LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 1-5 | MIDDLE SCHOOL

INTRODUCTION TO MICRO:BIT

5 Parts to emphasize that will be used MINUTES STEP 1 today: Get to know the Micro:bit • LED grid microcontroller board. • Micro-USB port • Battery port 10 STEP 2 MINUTES

Get to know the coding software and pair programming. Group makers in pairs, and give each Assign each pair of makers a laptop pair a Micro:bit microcontroller board to and explain that next they’ll engage in study. pair programming, which is one way engineers work together. Ask them to EXPLAIN figure out who has the next birthday coming up, and that person will start as The Micro:bit is one of many types of the “driver.” microcontrollers—small devices, similar to a mini computer, used to control other devices and machines. EXPLAIN The two roles are:

Ask makers to study the Micro:bit board Driver Operates the laptop, typing, clicking around, etc. closely and: Navigator Instructs the driver where to go and • Write down and draw their what to do next observations in their notebook. Remind makers to stay in the roles of navigator After 3 minutes, ask makers to share: and driver. The driver shouldn’t make any decisions • What do you notice? without the navigator. • What do you wonder? LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 1-6 | MIDDLE SCHOOL

Instruct the navigators to help the Note: This first project is also available as a step- driver to get to the MakeCode website: by-step tutorial called “Flashing Heart” on the makecode.microbit.org MakeCode website.

EXPLAIN We’ll program an animated display for the LED grid using the software and simulator. Navigators, watch closely and instruct your driver to follow these Next, makers will: instructions. • Create a [+new project] in MakeCode. This will take them to the coding DEMONSTRATE AND HAVE software. MAKERS FOLLOW ALONG: • Explore the coding software for 3 1. Start by using the forever block that is minutes (timed). in the coding space. After 3 minutes, ask makers to switch roles. Set the timer for another 3 minutes. After makers have each had a chance to explore in the driver and navigator roles, ask them to share: • What did you discover? 2. Go to the Basic menu and drag over a show icon block into the forever block. • What do you wonder? You should see a heart display pop up in the simulator on the left side of 15 STEP 3 MINUTES the screen.

Write code for the LED display grid. Ask makers to switch roles again, and instruct drivers to open a new blank project. Share your screen so that everyone can see how to write their first lines of code to program the Micro:bit. LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 1-7 | MIDDLE SCHOOL

4. Repeat Steps 3 and 4 two more times so you have four show icon blocks in a row with large and small hearts.

5. Check to see if the simulator shows a flashing heart.

3. Next, click, drag, and drop a second show icon block into the code. This time, click the show icon dropdown menu and choose the second small heart image to be displayed on the Once makers have successfully coded Micro:bit simulator. the flashing heart animation, they will switch roles again to create a new animation using different show icon choices from the Basic menu. Remind them to stay within the Basic menu and show icon blocks. Set a timer for 5 minutes. LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 1-8 | MIDDLE SCHOOL

5 DEMONSTRATE AND HAVE MINUTES STEP 4 MAKERS FOLLOW ALONG:

Save the code. 1. Give your project a unique name, like After makers have programmed their “Flashing Heart”. animated display using the show icon blocks, they should see their animation in the simulator on the left side of the screen. It’s now time to save their code to the USB flash drive.

2. Save your file by clicking on the blue disk icon to the right of the file name.

3. Connect your USB flash drive into a Makers will switch roles again before USB port on your computer. continuing to the next step.

EXPLAIN Give your partner a high five for writing your first lines of code together! Next, we’ll save our code, then upload the code to the Micro:bit so we can see our animation on the Micro:bit. Navigators, watch closely and instruct your driver to do the following steps. 4. Go to the Files-Downloads folder on your computer. This is a digital folder that holds information. You can think of it like a backpack full of different folders. You should see both the file LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 1-9 | MIDDLE SCHOOL

you just named and your USB flash at the shape of the ports, and not force drive listed on the left. the connection.

DEMONSTRATE AND HAVE MAKERS FOLLOW ALONG:

1. First, carefully connect the micro- USB cord to the board.

5. Drag the file to the USB flash drive. You need to do this EVERY TIME to save your files so you can keep track and use them again in the future.

2. Next, connect the USB to the laptop. You should see the LED grid on the Micro:bit light up. It might have some previously saved code already displayed on it.

In the next step, we’ll upload the code to our Micro:bit microcontroller! 10 STEP 5 MINUTES

Upload the code onto the Micro:bit microcontroller. 3. Once the board is connected, press Makers will now connect the Micro:bit the purple Download button in the board to the laptop in another USB port MakeCode software. to upload the code onto the Micro:bit. Remind them to be gentle, look carefully LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 1-10 | MIDDLE SCHOOL

You should see this window pop up: Micro:bit. It will stop when the code is finished uploading.

6. Watch to see the display you created 4. Next, go to the Files-Downloads folder load up onto the Micro:bit display again in the computer’s hard drive grid! and find your named file. Click and drag it onto the Micro:bit icon.

10 STEP 6 MINUTES

Connect the battery pack to the Micro:bit.

DEMONSTRATE AND HAVE MAKERS FOLLOW ALONG:

Next, it’s time to eject the Micro:bit board from the laptop and connect it to an external battery pack! 5. You should see a yellow LED on the 1. First, we need to safely eject the Micro:bit flashing quickly. This means Micro:bit from the computer by your code is being uploaded to the LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 1-11 | MIDDLE SCHOOL

clicking the eject button next to the Micro:bit listed in the finder.

2. Next, safely remove the board from the USB cord. The board will no longer display the code because it isn’t being powered.

Once everyone is comfortable with the saving, downloading, and uploading process, they can reconnect the Micro:bit to the computer and continue exploring and coding displays for the Micro:bit.

5 STEP 7 MINUTES 3. Connect the external battery pack to the Micro:bit Clean up. Makers will: • Disconnect the battery pack.

• Put supplies and technology in assigned bins. • Return laptops to cart and plug in for charging. • Clear tables of garbage and recycling.

4. You should now see your code displayed on the LED grid! RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 1-12 | MIDDLE SCHOOL

TROUBLESHOOTING TIPS

Display on board Version check is not showing • Check to see if the latest saved copy of the code has what we been uploaded. expected. • Re-save the latest version and drag it onto the Micro:bit. Bugs in code • Check your code to look for mistakes. • Check to see if there are extra blocks hiding in the coding space.

The LED on the Bad cable or USB port Micro:bit isn’t • If the Micro:bit doesn’t show up in the computer’s flashing when menu, try a different cable. we press upload. • Try a different USB port.

Code isn’t Burnt board uploading • Press the reset button on the board, and then try correctly to the uploading again. board, and the • If the Micro:bit board feels hot, it could be overheated board might and stop working. Try uploading to a new Micro:bit feel hot. board.

When we Battery problems connect the • Check the batteries to see if they’re in the right position battery pack, (+/–). the Micro:bit • The batteries could be low or dead. Try replacing them. doesn’t power up. • Battery pack could overheat or have stopped working. Try a new battery pack. RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 1-13 | MIDDLE SCHOOL

TROUBLESHOOTING TIPS

Print and use the empty rows to fill in with other problems and solutions that can be shared. INTRODUCTION | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 2-1 | MIDDLE SCHOOL

WEEK 2 CREATE A MICRO:BIT CHARACTER

INTRODUCTION

Now that makers have been introduced to the basics of the Micro:bit microcontroller, it’s time to get creative with making a Micro:bit character. Makers work in pairs to co-design a character using maker supplies. Then, they will experiment with writing code to give the character a personality and make it interactive.

ESSENTIAL QUESTIONS

• What are inputs and outputs? • How can we program them to tell stories or create personality characteristics? • How do artists, engineers, and makers solve problems when they’re working/inventing?

LEARNING OUTCOMES

1. Learn how to code both inputs and outputs in the MakeCode software. 2. Engage in project-based learning through problem-solving and troubleshooting by creating a character with a microcontroller and digital code. TEACHER RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 2-2 | MIDDLE SCHOOL

VOCABULARY

Microcontroller: Small device (similar to a mini computer) used to control other devices and machines

Pair programming: Method of working in pairs where one person drives the laptop while the other navigates or instructs the driver

Software: Term used to describe computer programs

Code: Set of instructions that a computer understands

Input: Place where information enters a system

Output: Place where power or information leaves a system

Upload: Sending information or data to a device or computer

USB to micro-USB cable: Cord that transfers data and information from the computer to a device

USB flash drive: Portable storage device that can store and move files

Troubleshooting: Using resources to solve issues as they arise TEACHER RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 2-3 | MIDDLE SCHOOL

MATERIALS LIST ALL MAKERS NEED ACCESS TO: • Cardboard EACH PAIR OF MAKERS NEEDS: • Glue stick • Laptop with internet connection • Markers • USB to micro-USB cord • Colored pencils • USB flash drive • Scissors • Rubber bands • External battery pack • Assorted paper • AAA batteries (2) • Assorted maker supplies (pipe • Notebook cleaners, pom-poms, googly eyes, etc.) Items can be portioned out per table or set up in an area where students can access them freely. TEACHER RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 2-4 | MIDDLE SCHOOL

works best for your class. You can portion out maker materials into paper trays for each table, or have TEACHER PREP WORK a dedicated area where makers can access materials freely as needed. 1. Ensure the internet connection is working. Collaboration: Let smaller issues work themselves out. Record specific 2. Connect your laptop to a projector positive examples that you can share or screen. with makers in the moment or at the 3. Preload videos and slideshow. end of the project. These examples 4. Organize maker supplies (pipe provide models for all learners. cleaners, pom-poms, googly eyes, Frustration: When frustration levels etc.) into paper trays. are not high, let learners figure it 5. Go through the lesson and out on their own or keep facilitation create your own example of a at a minimum by asking a question Micro:bit character to share as and walking away. When frustration a helpful reference for makers levels are high, intervene more troubleshooting their own projects. directly to help makers find some success. 6. Print the Troubleshooting Tips at the end of the lesson and post in Circulate among the makers and the classroom. monitor for both collaboration and frustration. FACILITATION TIPS ADDITIONAL RESOURCES Make sure that you’re comfortable with the save/download/upload process Micro:bit Project Tutorials so you can help makers going through Wonderful Idea Co: Micro:bit this process. Mutants Materials management: It’s up to Micro:bit Tutorial on YouTube you as the educator to decide what LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 2-5 | MIDDLE SCHOOL

CREATE A MICRO:BIT CHARACTER

10 a laughing animated facial expression on the STEP 1 MINUTES LED grid.

Code a character Button A and shake are both examples of Input demonstration. blocks from the Input blocks menu. You can program Gather makers around to view the them to cause various reactions, or outputs. These projector as you demonstrate one can be used in creative ways to code a character with possibility of coding a character in the personality. software. Show them your example character that has the code below uploaded to the board. 35 STEP 2 MINUTES

EXPLAIN Tinker with project-based This code could be an example for a character named coding and making. Jojo. When you meet Jojo, instead of shaking hands or Next, makers work on designing their a fist bump, you press Button A and Jojo says “Yo!” own characters. While tinkering and and the LED grid displays a neutral face. experimenting with code, makers can use the maker supplies (cardboard, rubber bands, markers, googly eyes, etc.) to turn the Micro:bit microcontroller itself into a fun physical character with personality. Note: Advise makers not to apply glue directly to the Micro:bit board.

Their design should include:

• 3 inputs that cause at least 3 different outputs • A short story about their character— Jojo is a pretty cool and normal bot, but Jojo is also including name, personality, etc.—and ticklish. When you shake Jojo, it “giggles” and shows how it relates to their programming LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 2-6 | MIDDLE SCHOOL

Makers will: 5 STEP 3 MINUTES • Get their laptop and bins.

• Choose their pair programming Document. navigator and driver roles (time for 15 Makers will now spend a few minutes min each). writing down their character features in • Tinker and explore programming various their notebook. Here are examples of a inputs and outputs in the software character plan filled out with multiple and simulator before connecting the inputs and outputs. Micro:bit to the computer. INPUT OUTPUT Encourage makers to explore and Button A “I’m Hungry” + Neutral face experiment with other blocks within the Shake “Noooo!” + Animated sad face Basic and Input blocks. Button B “Yum” + Animated smile Remind makers to save changes to the code they want to keep onto their USB flash drive. When they’re ready to upload to the Micro:bit, support makers in connecting the USB to micro-USB cable to the computer to upload their code and connecting the external battery pack to 5 the board to see their code working on STEP 4 MINUTES the Micro:bit independently from the laptop. Share and reflect. Ask for volunteers who would like to present their character to the rest of the group, and have the rest of the characters shared as an interactive gallery walk. Ask makers to reflect on: • What challenges did you encounter? • How did you work through these challenges? LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 2-7 | MIDDLE SCHOOL

5 STEP 5 MINUTES

Clean up. Makers will: • Disconnect the battery pack. • Put supplies and technology in their assigned bins. • Return laptops to cart and plug in for charging. • Return tools and materials that can be used again to the right place. • Clear tables of garbage and recycling. RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 2-8 | MIDDLE SCHOOL

TROUBLESHOOTING TIPS

Print and use the empty rows to fill in with other problems and solutions that can be shared. INTRODUCTION | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 3-1 | MIDDLE SCHOOL

WEEK 3 DESIGNING GAMES WITH CONDITIONALS & NUMBER RANGES

INTRODUCTION

This week makers continue to use the Micro:bit microcontroller and begin coding and designing interactive games and art.

ESSENTIAL QUESTIONS

• How can we use code and math to create a fun game? • What is a conditional statement? • How do artists, engineers, and makers solve problems when they’re working?

LEARNING OUTCOMES

1. Learn how to use code, conditionals, and number ranges to create a game. 2. Engage in project-based learning through problem-solving and troubleshooting by creating a game using a Micro:bit microcontroller and code. TEACHERLESSON | RESOURCE CYBER ARCADE: | CYBER PROGRAMMING ARCADE: PROGRAMMING AND MAKING AND WITH MAKING MICRO:BIT WITH MICRO:BIT 3-23-2 | MIDDLE | ELEMENTARY SCHOOL

VOCABULARY

Conditional: Set of rules performed if a certain condition is met

Game mechanics: Basic actions, processes, visuals, and control mechanisms that are used to “gamify” an activity

Game designer: Person responsible for designing game storylines, plots, objectives, scenarios, the degree of difficulty, and character development

Game engineer: Person who works with teams of developers on the entire process of creating a video game

Accelerometer: Device used to measure moving forces

Pseudocode: Detailed, informal description of what a computer program must do

MATERIALS LIST

around the software, try things, and

share their learnings with others. TEACHER PREP WORK They can also use the Troubleshooting Tips, search the internet for help, 1. Ensure the internet connection is or use the tutorial page on the working, and connect your laptop to MakeCode website. a projector or screen. Collaboration: Let smaller issues 2. Preload videos and slideshow to work themselves out. Record specific save time. positive examples that you can share 3. Prepare the MakeCode file for with makers in the moment or at the if_then_else in Step 3. end of the project. These examples 4. Prepare the MakeCode file for provide models for all learners. digital dice in Step 4, and upload it Frustration: When frustration levels to a Micro:bit board. aren’t high, let learners figure it out 5. Print the Troubleshooting Tips at or keep facilitation at a minimum the end of the lesson and post in by asking a question and walking the classroom. away. When frustration levels are high, intervene more directly to help makers find some success. FACILITATION TIPS Circulate among the makers and “I Love My Neighbor” is a fun monitor for both collaboration and warm-up and icebreaker that uses frustration. conditionals. This is a fun and active way to transition makers from the ADDITIONAL RESOURCES school day to after school. It’s also a Micro:bit Game Design with great game to use as a break when Conditionals makers need to be physical and move I Love My Neighbor: Icebreaker around. Game with Conditionals Inspiring creativity: As projects Examples of Dice Games become more unique and individualized, make plenty of room How to Play Dice Games for makers to try new and complex What is an Accelerometer? things. Encourage makers to look How an Accelerometer Works LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 3-5 | MIDDLE SCHOOL

DESIGNING GAMES WITH CONDITIONALS

5 • If Rock and Scissors, Rock wins. STEP 1 MINUTES • If Paper and Scissors, Scissors wins. Learn about game mechanics. • Players can choose to do two out of three rounds to win. Note: It’s possible to program the game Rock Paper Scissors in Micro:bit as well, but the computer needs very specific information. If makers are interested, for the future, there’s a Rock Paper Scissors Micro:bit tutorial. Ask makers to raise their hand if they’ve ever played Rock Paper Scissors. 5 STEP 2 MINUTES Ask a volunteer to explain how to play Rock Paper Scissors. Learn about conditional statements.

EXPLAIN EXPLAIN The rules and conditions they just described are called game mechanics, the rules and rewards that Game mechanics can also be programmed into make up game play and create a fun and engaging digital and video games using code. To do this, experience. game designers and game engineers use what they call conditionals. An example of a common conditional statement is: if_then_else. On the board or using the slide deck, review the game mechanics for Rock Paper Scissors: Ask if anyone has heard of a Tamagotchi or Giga Pet. Show this video on a • There are two players. projector or large screen, if available. • Each player chooses to throw either Rock, Paper, or Scissors. • If Rock and Paper, Paper wins. LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 3-6 | MIDDLE SCHOOL

EXPLAIN We’ve already used Basic and Input blocks. Now we’ll explore using Logic blocks. In the Logic menu, there’s an if_then block we can use to code rules or game mechanics, similar to when we played Rock Paper Scissors. You can use these blocks to code different game mechanics.

“Tamagotchi is back” on YouTube, uploaded by CNN Business, DEMONSTRATE AND HAVE 10/10/2018 MAKERS FOLLOW ALONG:

1. Click on the Logic menu of blocks. EXPLAIN Click and drag over an if_true_then This popular interactive toy/game is also based on block to the coding space. conditionals. When the digital pet is “hungry” or wants to “play,” then the user would have to press buttons to “feed” it or “play a game” with it. If they didn’t do those things, the pet would die. The digital display of this popular game is similar to the Micro:bit. Next, you’ll work together to program your own digital Micro:bit pet.

15 STEP 3 MINUTES

Learn about conditional statements in MakeCode. Show an example of a conditional statement in MakeCode with the 2. Notice the rectangular shape with the Micro:bit simulator and talk through pointed ends that reads true inside the logic. of it. In the MakeCode software, you can drop any other block that LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 3-7 | MIDDLE SCHOOL

matches this shape into blocks with 4. Next, click on the + in the if_then the same shape. block. You’ll see the green block grow For example, click on the Input menu. with a space for an else statement. Notice there’s a block that matches the rectangle with the pointed ends (shown outlined in yellow).

5. The example code shown could be the start of programming a digital pet game, similar to the Tamagotchi. For 3. Drag the button A is pressed block and example, button A could be “feeding” drop it into the if_then statement so the character, which then shows a the code would read, if button A is smile on the LED display. pressed then. Demonstrate on the simulator, pressing button A to show the smile and frown. IF button A is pressed THEN show smile ELSE show frown LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 3-8 | MIDDLE SCHOOL

6. Remember, in order to save the code, we need to name and save the file, then connect the USB flash drive to move the file onto the USB flash drive. 10 STEP 4 MINUTES

Program digital dice.

7. Next, you and your partner can tinker with this code by changing the inputs Now that we’ve programmed and displays. conditionals, next we’ll use the Math LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 3-9 | MIDDLE SCHOOL

blocks to explore using number ranges 20 MINUTES for designing games. We’ll start by STEP 5 programming “digital dice.” Makers become game designers • Ask makers: “What are some games and game engineers. you’ve played that use dice?”

EXPLAIN EXPLAIN Now that you know how to program conditionals and We can program the Micro:bit to act like a dice. There Math blocks, you can spend the rest of the session are different types of dice, both six-sided and ones as game designers and game engineers. You that have more than six sides. We’ll start with coding will work together to design a simple game using a regular six-sided dice and program the Micro:bit to either conditionals or by programming number ranges select a random number in the range 1–6 when we and deciding what the game mechanics are for “shake” the board. your game. Your game mechanics will be documented • Ask makers: “How do you think the Micro:bit in your notebooks. One example is “Micro:bit Truth or recognizes when it’s being shaken?” Dare”.

The Micro:bit has an accelerometer that is able to sense when it’s being moved in a direction. Most DEMONSTRATE GAME EXAMPLE: MICRO:BIT TRUTH OR DARE smartphones also contain an accelerometer, which is how they know to change the orientation of the In the code below, button A (truth) and screen when the phone is tilted. (This optional short button B (dare) are programmed as inputs video explains the role of accelerometers in phones.) to pick a random number between 1–6.

“What is an Accelerometer?” on YouTube, uploaded by T-Mobile, 7/29/2010 LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 3-10 | MIDDLE SCHOOL

Assigning the rules or game mechanics reacts to being passed and shows might look like: when the game is over. Micro:bit Truth or Dare • Any game using the Micro:bit as a die Truth Dare roll or a coin flip. 1 What superpower Try to lick your elbow. Note: Makers can choose to work with another would you like to have group to use two Micro:bits for their game design. and why? 2 What is the strangest Balance a spoon on dream you’ve ever your nose for 10 5 STEP 6 MINUTES had? seconds. 3 If you were on a Sing your favorite song Clean up. deserted island, which in a funny voice. 2 people would you Makers will: bring with you and • Disconnect the battery pack. why? 4 Have you ever fallen Draw a face on • Put supplies and technology in their asleep in class? your hand, go up to assigned bins. someone you don’t know and make it say, • Return laptops to cart and plug in for “Have a nice day.” charging. 5 Would you like to go Play the staring game • Clear tables of garbage and recycling. to school in a banana with someone until one costume for $25? of you laughs. 6 What is your least Go sing “happy favorite food? birthday” to someone you don’t know.

Other examples of game mechanics using number ranges or conditionals are: • Moving pieces on a board game — the Micro:bit tells you how far to move.

• Participating in a scavenger hunt — the Micro:bit chooses the task. • Playing a card game — the Micro:bit tells you how many cards to take. • Playing hot potato — the Micro:bit RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 3-11 | MIDDLE SCHOOL

TROUBLESHOOTING TIPS

The board isn’t File version check showing what • Check to see that you’ve uploaded the most recent copy we coded. of the code. • Resave the latest version and drag and drop onto the Micro:bit.

The code isn’t Check for bug doing what we • Read through the code. expected. • Read it out to a friend. • Check to see if there are extra blocks that aren’t supposed to be there.

The LED on the Bad cable or port Micro:bit isn’t • If the Micro:bit isn’t showing up in the computer menu, flashing when try a different cable. we click Upload. • Try a different USB port on the laptop.

Our code isn’t Burnt board uploading • Try pressing the reset button on the board. correctly to the • Try uploading to a new Micro:bit board. board. The board feels hotter than usual.

The board isn’t Battery turning on when • Check the batteries to see if they’re charged. connected to the • Check to see if the batteries are flipped. battery pack. RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 3-12 | MIDDLE SCHOOL

TROUBLESHOOTING TIPS

Print and use the empty rows to fill in with other problems and solutions that can be shared. INTRODUCTION | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 4-1 | MIDDLE SCHOOL

WEEK 4 UI/UX OF MICRO:BIT GAMES

INTRODUCTION

In this session, makers learn how to design and code new ways of interacting with the Micro:bit microcontroller.

ESSENTIAL QUESTIONS

• How can we design a fun, interactive game experience? • How do artists, engineers, and makers solve problems when they’re working?

LEARNING OUTCOMES

1. Learn how to code the external pins on the Micro:bit and work with conductive materials. 2. Explore how design and user interface influence how successful or fun a game is. 3. Engage in project-based learning through problem-solving and troubleshooting by creating a game with a Micro:bit and code. TEACHERLESSON | RESOURCE CYBER ARCADE: | CYBER PROGRAMMING ARCADE: PROGRAMMING AND MAKING AND WITH MAKING MICRO:BIT WITH MICRO:BIT 4-24-2 | MIDDLE MIDDLE SCHOOL SCHOOL

VOCABULARY

User: People playing/interacting with the game

User interface (UI): Physical and digital “interface” of a game or device

User experience (UX): How natural and enjoyable a game or device is to use

Switch: Device for making and breaking the connection in an electric circuit

Buttons: Device for making and breaking the connection in a circuit, similar to a switch but can be either momentary or can lock into place

Remix: To reuse but make changes to

Conductive materials: Materials that allow electricity to flow through them TEACHERLESSON | RESOURCE CYBER ARCADE: | CYBER PROGRAMMING ARCADE: PROGRAMMING AND MAKING AND WITH MAKING MICRO:BIT WITH MICRO:BIT 4-34-3 | MIDDLE MIDDLE SCHOOL SCHOOL

MATERIALS LIST ALL MAKERS NEED ACCESS TO: • Cardboard EACH PAIR OF MAKERS NEEDS: • Aluminum foil • Micro:bit microcontroller • Markers • Laptop with internet • Colored pencils

connection Items can be portioned out per table or • USB to micro-USB cord set up in an area where students can access them freely. • USB flash drive • Alligator clips (2) • Notebook TEACHER RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 4-4 | MIDDLE SCHOOL

makers opportunities to share the cool things they figure out with the

TEACHER PREP WORK rest of the class. Collaboration: Let smaller issues 1. Ensure the internet connection is work themselves out. Record specific working and connect your laptop to positive examples that you can share a projector or screen. with makers in the moment or at the 2. Preload videos and slideshow to end of the project. These examples save time. provide models for all learners.

3. Code the Love Meter game and Frustration: When frustration levels upload it to a Micro:bit as an aren’t high, let learners figure it example. out or keep facilitation low touch 4. Arrange maker materials: by asking a question and walking aluminum foil, alligator clips, away. When frustration levels are cardboard, and markers. high, intervene more directly to help makers find some success. 5. Print the Troubleshooting Tips at the end of the lesson and post Circulate among the makers and in the classroom. monitor for both collaboration and frustration. FACILITATION TIPS ADDITIONAL RESOURCES Electronics: Tinkering with electrical connections can be a bit tricky and How Do Game Controllers Work? may not work when things aren’t BBC Micro:bit Love Meter securely connected. If students About Buttons get frustrated, encourage them to check their connections, check the troubleshooting guide, ask a classmate for help, and take breaks.

Inspiring creativity: Take note and celebrate surprising discoveries. Give LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 4-5 | MIDDLE SCHOOL

UI/UX OF MICRO:BIT GAMES

10 STEP 1 MINUTES

Introduce user interface/ user experience (UI/UX). Ask makers: • How many of you have used a game controller to play a video game? “How Do Game Controllers Work?” on YouTube, uploaded by • What are some of the game Fun Kids Learn, 1/3/2017 controllers/games you’ve played? After watching, ask makers to answer the following in their journals and then EXPLAIN share out loud:

Did you know that designing a game experience (both • What do all buttons have in common? the game itself and the controller) is a job? User (A: They’re switches.) interface (UI)/user experience (UX) designers • How does the computer know what to and engineers are people who get paid to design and do when a button is pressed? code ways in which users interact with games. (A: The code is activated by the button.) One of the coolest features of the Micro:bit is that you can connect alligator clips or other conductive 5 materials to change the UI and UX. STEP 2 MINUTES

In this next activity, we’ll experiment with various Introduce how to program ways to change the UI/UX of some simple games. the Love Meter game.

Either on a projector or shared slideshow, show this video, which explains how game controllers use circuits to control how the player interacts with the game software. “BBC: Micro:bit Love Meter” on YouTube, uploaded by Touch Develop, 11/11/2015 LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 4-6 | MIDDLE SCHOOL

EXPLAIN 20 STEP 3 MINUTES Now that we know game controllers use switches, we’ll code a simple game called Love Meter and add a Program and remix the switch to it. Love Meter game. Next, makers will code and remix the Love Meter game to create their own Note: There’s a guided tutorial for the Love Meter version of the game. game on the MakeCode website.

Ask for two volunteers to play the game DEMONSTRATE AND HAVE that you prepared as an example, or MAKERS FOLLOW ALONG: show this video if unable to prepare the 1. Drag over an on pin P0 pressed block example: from the Input menu. • Instruct one person to touch Pin 0 (zero) and the other to touch GND. • Next, instruct them to touch hands. • The LED display should read “Love Meter” and display a number. 2. Drag over a show string block from the Basic menu. Type in “Love Meter” EXPLAIN where it says “Hello”. This game works because the contacts on the Micro:bit and our skin are both conductive. When one person touches the metallic area under Pin 0 and another person touches GND, they become part of the circuit. When they touch each other’s skin, this acts like a switch—just like the switch mentioned in 3. Drag over a show number block from the video. Now it’s your turn to code the Love Meter the Basic menu. game. LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 4-7 | MIDDLE SCHOOL

4. Drag over a pick random block from Micro:bit and connect to their battery the Math menu and put it into the oval pack. in the show number block. Note: If makers have extra time, they can edit the code to display different text and animations. Everyone should include Pin 0, display, show number, and pick random.

15 STEP 4 MINUTES

Add alligator clips and foil. 5. Change the values to be pick random 0 Using the same code from the Love to 100. Meter in Step 3, instruct makers to:

1. Connect alligator clips to Pin 0 and GND.

6. Test the code in the simulator by clicking on Pin 0. The words “Love Meter” should scroll across the screen followed by a number between 0–100.

2. Try playing the Love Meter again, but this time makers each hold a metal end of one alligator clip instead of directly touching the board. If working correctly, makers will be able to activate the Love Meter game code 7. Once the code works, makers will by touching one end of the metal save and upload the code to their alligator clip and then making contact LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 4-8 | MIDDLE SCHOOL

with the other person holding the other alligator clip.

EXPLAIN Aluminum foil is conductive. By touching two pieces of foil together, it creates a switch. If we attach foil to the alligator clips, we can touch the pieces of foil together to activate the Love Meter.

3. Demonstrate using aluminum foil connected to the alligator clips. Let 5 STEP 5 MINUTES makers experiment with UI/UX design by exploring different ways of Share and reflect. positioning and interacting with the Ask if any groups want to volunteer to foil (two pieces, on hands, etc.). demonstrate their UI/UX. Ask them to share:

• What changes did you make to the original code?

• How does your UI/UX make the interaction more fun? LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 4-9 | MIDDLE SCHOOL

5 STEP 6 MINUTES

Clean up. Makers will: • Disconnect the battery pack. • Put any materials they want to keep to use in their bin. • Put away technology and make sure laptops are charging. • Return tools and materials that can be used again to the right place. • Clear tables of garbage and recycling. RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 4-10 | MIDDLE SCHOOL

TROUBLESHOOTING TIPS

The board isn’t File version check showing what we • Check to see that you’ve uploaded the most recent coded. copy of the code. • Resave the latest version and drag and drop onto the Micro:bit.

The code isn’t doing Check for bugs what we expected. • Read through the code. • Read it out to a friend. • Check to see if there are extra blocks that aren’t supposed to be there.

The LED on the Bad cable or port Micro:bit isn’t • If the Micro:bit isn’t showing up in the computer flashing when we menu, try a different cable. click Upload. • Try a different USB port on the laptop.

Our code isn’t Burnt board uploading correctly • Try pressing the reset button on the board. to the board. The • Try uploading to a new Micro:bit board. board feels hotter than usual.

The board isn’t Battery turning on when • Check the batteries to see if they’re charged. connected to the • Check to see if the batteries are flipped. battery pack.

We have alligator Alligator clips clips connected to • Make sure alligator clips are secure on the correct the board, but the pins and are touching the metallic parts. code isn’t running. • Try switching alligator clips. RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 4-11 | MIDDLE SCHOOL

TROUBLESHOOTING TIPS

Print and use the empty rows to fill in with other problems and solutions that can be shared. INTRODUCTION | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 5-1 | MIDDLE SCHOOL

WEEK 5 CODING SOUND & SWITCHES

INTRODUCTION

In this session, makers continue to explore user interface and user experience (UI/UX) by connecting momentary and locking buttons to the Micro:bit microcontroller.

ESSENTIAL QUESTIONS

• How can we connect buttons to the Micro:bit and code music for a fun, interactive experience? • How do artists, engineers, and makers solve problems when they’re working?

LEARNING OUTCOMES

1. Learn how to connect buttons to the Micro:bit. 2. Learn how to code music blocks. 3. Engage in project-based learning through problem-solving and troubleshooting by creating a game with a Micro:bit and code. TEACHERLESSON | RESOURCE CYBER ARCADE: | CYBER PROGRAMMING ARCADE: PROGRAMMING AND MAKING AND WITH MAKING MICRO:BIT WITH MICRO:BIT 5-25-2 | MIDDLE MIDDLE SCHOOL SCHOOL

VOCABULARY

User: People playing/interacting with the game

User interface (UI): Physical and digital method or “interface” of how the user interacts with the game

User experience (UX): How natural, intuitive, and enjoyable those interactions are

Button (or switch): Devices for making and breaking the connection in an electric circuit

Momentary button: Switch that doesn’t make contact unless it’s held down

Locking button: Switch that latches in a set position

Speaker: Device that receives and amplifies an audio signal so it can be heard

• AAA batteries (2) MATERIALS LIST • Alligator clips (4) EACH PAIR OF MAKERS NEEDS: • Momentary buttons (2) • Micro:bit microcontroller • Locking buttons (2) • Laptop with internet • Notebook connection • Markers or colored pencils • USB to micro-USB cord • Aluminum foil • USB flash drive • Pipe cleaner • Battery pack • Scissors TEACHER RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 5-4 | MIDDLE SCHOOL

Inspiring creativity: Take note and celebrate surprising discoveries. Give

TEACHER PREP WORK makers opportunities to share the cool things they figure out with the 1. Ensure the internet connection is rest of the class. working, and connect your laptop Collaboration: Let smaller issues to a projector or screen. work themselves out. Record specific 2. Preload videos and slideshow to positive examples that you can share save time. with makers in the moment or at the end of the project. These examples 3. Code the button keyboard in Step provide models for all learners. 2 and upload it to a Micro:bit as an example. Frustration: When frustration levels aren’t high, let learners figure it 4. Set aside for each group: 2 out or keep facilitation low touch momentary and 2 locking buttons, by asking a question and walking plus 4 alligator clips. away. When frustration levels are 5. Print the Troubleshooting Tips at high, intervene more directly to help the end of the lesson and post in makers find some success. the classroom. Circulate among the makers and monitor for both collaboration and frustration. FACILITATION TIPS

Electronics: Tinkering with electrical connections can be tricky, ADDITIONAL RESOURCES especially when connecting multiple Connecting Audio to the Micro:bit alligator clips to one terminal on the Creating a Controller for a Micro:bit. It can be helpful to extend Micro:bit Game the metallic terminal from Pin or GND with a small piece of aluminum foil or other conductive material (see the images in Step 3). LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 5-5 | MIDDLE SCHOOL

CODING SOUND & SWITCHES

5 They’ll probably notice that one of the STEP 1 MINUTES buttons clicks but doesn’t stay down, Introduce buttons: while the other clicks and stays locked. momentary vs. locking. They have to press it again to unlock it.

EXPLAIN The button that clicks but doesn’t stay down is a momentary button, and it only completes the circuit when the button is held down. The button that clicks and stays locked is a locking button. When you press this button, the circuit stays connected until pressed again. These buttons will be available as you continue to design UI/UX for your own games. EXPLAIN Today, we’ll continue programming the Micro:bit and connecting switches to play with the UI/UX. 15 Let’s check out some of these cool arcade switches STEP 2 MINUTES and buttons. They might look familiar, similar to something you see on your game controller at home Code pins and music! or at an arcade.

EXPLAIN

Next: Now we’ll continue exploring the Micro:bit, and learn how to program 2 pins to play different sounds. Then • Give each group 2 locking buttons we’ll connect 2 switches and a speaker! Choose and 2 momentary buttons. your driver and navigator roles and let’s begin. • Let them play around with clicking Navigators, watch closely and instruct your driver to them and see if they feel a difference. follow these steps. • Ask them to draw one in their notebook, noticing what parts the buttons have and what they might do. LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 5-6 | MIDDLE SCHOOL

DEMONSTRATE AND HAVE 5. Then, go to the Basic menu and click MAKERS FOLLOW ALONG: on more to find theclear screen block. 1. Start by opening a new project. Then, click and drag an on pin pressed block from the Inputs menu into the coding space.

6. Drag over a clear screen block to add into the sequence. 2. Click on the P0 dropdown menu and change it to Pin 1.

7. Next we want to duplicate this entire 3. Next, go to the Music menu, drag over sequence of blocks. We can do this a a red play tone block, and nest it into few ways: the first block. • Repeat Steps 1–6.

• Go to the top on pin pressed block and use two fingers to press down on the trackpad.

• Hold down the alt key and click on show icon 4. Drag over a block from the block to show a dropdown menu. Basic the menu and add it to the Then choose the Duplicate option. sequence. LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 5-7 | MIDDLE SCHOOL

8. You should see a copy of these blocks, 10. Click on the text “Middle C” to but one is greyed out because it’s change the note. You’ll see a inactive. keyboard pop up. You can choose any second note to play.

11. Next, change the show icon block display to be a small heart.

9. Change the first block to beon pin P2 pressed, and the blocks should be no longer grayed out.

You should now have the two sequences of code shown here.

12. Next, in the simulator, test the code by clicking on Pin 1 and Pin 2. You should hear the tones playing through the computer speaker!

LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 5-8 | MIDDLE SCHOOL

20 STEP 3 MINUTES Connect the pins. Note: Makers should leave the board connected to the laptop while doing this step to reduce troubleshooting issues from the battery pack.

It’s time to connect 2 buttons to the board. Give each group 4 alligator clips. Have makers swap driver and navigator roles from the last step. (Drivers are the ones with their hands on the board with 13. Notice that the simulator shows Pin 0 wires. Navigators instruct and support and GND connected by wires to the their partner to follow the steps below.) end of a plug. This is showing us how to connect to a speaker. We’ll do that later, after we upload the code to our DEMONSTRATE AND HAVE board. MAKERS FOLLOW ALONG: 14. Once we’ve coded the two sequences: 1. Connect an alligator clip to GND and the other side to one terminal of the • Name the file with a unique name. momentary button. It can be helpful • Save the file to the USB flash drive. to twist some aluminum foil and • Connect the Micro:bit with the USB loop it through GND because we’ll be cord. adding more alligator clips to GND. • Click and drag the file into the Micro:bit to upload. LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 5-9 | MIDDLE SCHOOL

2. Next connect an alligator clip to Pin 1 4. When you press the button connected and the other end of the alligator clip to Pin 1 and Pin 2, you’ll see the to the other side of the momentary animation of the heart but you won’t button terminal. be able to hear the music. This is because the Micro:bit isn’t connected to a speaker. We’ll connect a speaker during the next session. Note: In Steps 3 and 4, anticipate that connections to the board and alligator clips will be tricky and inconsistent. Encourage makers to check to see if the connections are secure as they work. You can use 3. Repeat Steps 1 and 2 but connect to a pipe cleaner to twist the alligator clips together so Pin 2 with a second button. You can it’s easier to see how the wires are connected. connect to the aluminum foil on GND or connect to the metal alligator clip 5 STEP 4 MINUTES that’s already on GND because the metal clip is conductive. Connect a speaker to the Micro:bit.

EXPLAIN The Micro:bit doesn’t have a speaker on it, so even if the code is running, the audio signal has nowhere to be heard or amplified. Next, we’ll connect to an external speaker with an audio cable just as is shown on the simulator. LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 5-10 | MIDDLE SCHOOL

DEMONSTRATE AND HAVE MAKERS FOLLOW ALONG:

1. Notice that in the simulator there’s an image of an audio cable connected to Pin 0 and GND. This is the same type of cord you might find on your headphones or a speaker at home.

4. Next, connect an alligator clip from Pin 0 on the board to the top section of the ⅛” plug (left audio). 2. If you look closely at the cord from the speaker, you’ll see 2 black stripes on the tip of the cable. On this audio plug, the bottom row is ground, and the middle and top of the cable are right and left audio.

3. The bottom row is ground, so that will connect to GND on the Micro:bit. Connect an alligator clip from GND on the board to the lower section of the Now, test the sound again by pressing ⅛” plug (ground). the buttons. You should hear sounds through the speaker! LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 5-11 | MIDDLE SCHOOL

10 5 STEP 5 MINUTES STEP 6 MINUTES

Remix code and add Clean up. switches and buttons. Makers will: • Make sure to save their files with a unique name. • Safely disconnect the Micro:bit from the computer.

• Safely disconnect alligator clips from the Micro:bit. • Put materials away in their bins. • Put technology away and make sure laptops are charging. • Return tools and materials that can be Once makers have successfully connected used again to the right place. the speaker in Step 3 and can control the • Clear tables of garbage and recycling. sounds with the buttons, they can explore remixing the code. With the remaining time, they should connect the Micro:bit to the computer and explore remixing the code or creating new MakeCode projects. RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 5-12 | MIDDLE SCHOOL

TROUBLESHOOTING TIPS

The board isn’t showing File version check what we coded. • Check to see that you’ve uploaded the most recent copy of the code. • Resave the latest version and drag and drop onto the Micro:bit.

The code isn’t doing what Check for bugs we expected. • Read through the code. • Read it out to a friend. • Check to see if there are extra blocks that aren’t supposed to be there.

The LED on the Micro:bit is Bad cable or port not flashing when we click • If the Micro:bit isn’t showing up in the computer Upload. menu, try a different cable. • Try a different USB port on the laptop.

Our code isn’t uploading Burnt board correctly to the board. The • Try pressing the reset button on the board. board feels hotter than • Try uploading to a new Micro:bit board. usual.

The board isn’t turning Battery on when connected to the • Check the batteries to see if they’re charged. battery pack. • Check to see if the batteries are flipped.

We have alligator clips Alligator clips connected to the board, but • Make sure alligator clips are secure on the the code isn’t running. correct pins and are touching the metallic parts. • Try switching alligator clips.

It’s hard to keep the Alligator clips connections in place. • Use painter’s tape to hold alligator clips in place. • Try using foil to extend the metal parts of the board. RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 5-13 | MIDDLE SCHOOL

TROUBLESHOOTING TIPS

Print and use the empty rows to fill in with other problems and solutions that can be shared. INTRODUCTION | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 6-1 | MIDDLE SCHOOL

WEEK 6 CARDBOARD ENGINEERING & PROTOTYPES

INTRODUCTION

This week makers are introduced to cardboard engineering and cardboard prototyping.

ESSENTIAL QUESTIONS

• What is a cardboard prototype? • How do artists, engineers, and makers solve problems when they’re working?

LEARNING OUTCOMES

1. Explore how to build and prototype with cardboard. 2. Engage in project-based learning through brainstorming and developing a prototype. TEACHERLESSON | RESOURCE CYBER ARCADE: | CYBER PROGRAMMING ARCADE: PROGRAMMING AND MAKING AND WITH MAKING MICRO:BIT WITH MICRO:BIT 6-26-2 | MIDDLE MIDDLE SCHOOL SCHOOL

VOCABULARY

Engineering: Applying science and math to solve problems and design machines, structures, and technology

Prototype: Early sample, model, or release of a product built to test a concept or process

User: People using the game or device

User interface (UI): Design of how the user interacts with the game or device

User experience (UX): How natural and enjoyable the experience of using a game or device is

MATERIALS LIST ALL MAKERS NEED ACCESS TO: • Cardboard (corrugated • Bottle caps/recycling EACH PAIR OF MAKERS NEEDS: and flat) (optional) • Scissors • Assorted paper • Straws (optional) • Cardboard scissors • Zip ties, rubber bands, • Hot glue (See • Tape (masking, popsicle sticks Facilitation Tips.) duct, etc.) • Paper fasteners, binder • Box cutter and mat • Notebook clips, paper clips (Teacher use only. See Facilitation Tips.) • Planning Your • Pipe cleaners, googly Prototype worksheet eyes, pom-poms, etc. Items can be portioned out per table or set up in an area • Markers or colored where students can access pencils them freely. TEACHER RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 6-4 | MIDDLE SCHOOL

for each table or have a dedicated area where makers can access materials freely as needed. TEACHER PREP WORK Safety: Using hands-on tools is an 1. Ensure the internet connection is empowering part of this curriculum. working and connect your laptop to However, practicing safety when a projector or screen. working is crucial when using hot 2. Preload videos and slideshow to glue and sharp tools. You know your save time. makers best, so make adjustments and adaptations as necessary. If makers 3. Arrange maker materials in an area misuse any tools, have them take a break from where makers can easily access them. the tool and return at your discretion. 4. Prepare a few examples of the Note: If you don’t feel comfortable letting cardboard-joining techniques shown makers use hot glue on their own, you can set in the slides (optional). up an area where you help them hot glue 5. Print and post Safety Agreement connections they can’t achieve in other ways. and Troubleshooting Tips (Edit to (Teacher Use Only) include your own modifications.) Box Cutter : If you’re comfortable using a box cutter, 6. Set up a hot glue station and a you can help makers with cardboard box cutter station, covered with cuts they can’t do on their own with newspaper or butcher paper. scissors. Ask them to draw a visible 7. Print copies of the Planning Your line with a marker where they want Prototype worksheet for each pair the cut. Encourage them to use the of makers. regular and cardboard scissors for most of their other cuts. FACILITATION TIPS Guidelines for using the box cutter: • Extend the blade of your box cutter Inspiring creativity: If makers out to the minimum needed to cut have trouble generating ideas, try your material. brainstorming with them, or ask them, “What devices do you use often? What • Be sure that the pathway of the might those devices look like in 30 knife is not in line with any part years?” It can be helpful to ask them of your body, including your other to create a list of “problems” and then hand and your legs. brainstorm ideas for devices that could • Don’t push down hard—instead, help solve those problems. take multiple passes to make a cut. Materials management: It’s up to you • Retract the knife fully when not in use. as the educator to decide what works best for your class. You can portion • Pass the knife only when retracted. out maker materials into paper trays • Change dull or dirty blades. LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 6-5 | MIDDLE SCHOOL

CARDBOARD ENGINEERING AND PROTOTYPES

5 On a projector, show this video, which STEP 1 MINUTES explains the purpose of cardboard Revisit UI/UX. prototyping. While watching, ask makers to answer the following questions Review the following concepts from the in their journals and then share the past weeks: answers out loud: • User: Person using the game or device 1. What’s the first step of prototyping • User interface (UI): Design of how the before using cardboard? user interacts with the game or device (A: Draw out your ideas to get an • User experience (UX): How natural estimate of size and scale.) and enjoyable the experience of using 2. What’s the purpose of prototyping? a game or device is (A: To get the idea out of your head and in a form that people can see and EXPLAIN experience.) UI/UX designers and engineers think through the design of devices such as game controllers, phones, 10 STEP 2 MINUTES and appliances to make them easy and fun to use. In order to explore ideas, they prototype with simple Introduce cardboard materials, like cardboard and paper. engineering and safety.

“How to make a cardboard prototype” on YouTube, uploaded First, go through the slideshow of by Quirky, 12/11/2014 cardboard engineering techniques LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 6-6 | MIDDLE SCHOOL

(trained folds, smooth bend, relief EXPLAIN cuts, stacking, notches, bracket, etc.), Before we get started, we need to cover some emphasizing how they could be useful. important safety agreements. This will help everyone stay safe and do their best work while sharing space, EXPLAIN tools, and materials. After reviewing these, if anyone Now that we’ve programmed and connected buttons isn’t following the agreements, they will need to take and switches to the Micro:bit, we’ll explore prototyp- a break from using the tool, not as “punishment” but ing devices with cardboard. Prototyping is all about as a way of creating safe habits. exploring new ideas, so don’t be afraid to try something and learn from any “mistakes.” Even the most experienced engineers build off of “failed” prototypes. 5 STEP 3 MINUTES

Next, introduce the safety agreements Introduce the Prototype of working in an active “make space.” for the Future project. Review the safety agreements with Go through the slides, emphasizing makers. Add and modify as needed for how cardboard prototypes are a way your class, and then print out and post of exploring an idea for a device and up where they can be clearly seen. not necessarily intended to be fully functional. SAFETY AGREEMENT Explain to makers that their prototype 1. Take care when walking with scissors or sharp designs must: things (hold with point facing down). 2. One maker at a time per tool prevents accidents. 1. Use 3 or more cardboard engineering techniques. 3. Be mindful of space from others when using tools. GLUE GUN SAFETY 2. Explain how the user would interact with the device. • Only 1–2 makers at the hot glue station at a time. 3. Include ideas for how to add a • Don’t touch the tip of the glue gun. Micro:bit to their prototype. • Don’t point the glue gun at another person.

• Work at the protected glue gun station. EXPLAIN • Keep the glue gun close to your work. In the year 2050, what kinds of inventions do you • If the glue gun jams, ask an adult for support. think would be useful that don’t exist now? You and LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 6-7 | MIDDLE SCHOOL

your partner will brainstorm ideas of devices for what they want to design/make and everyday life in the future. take notes using this worksheet. Today, you and your partner will design and make a • Determine who will do what to start prototype using cardboard building techniques. In the and then gather materials. next session, you’ll add a Micro:bit and maybe even buttons or switches! 35 STEP 4 MINUTES

Make cardboard prototypes.

An example of an invention is “iRecycle,” an at-home recycler that turns aluminum cans into foil, jar lids, or magnets.

Makers use this time to build with cardboard engineering techniques. • Circulate throughout the room and watch for safe working habits. Take note and verbally point out when safety agreements are being followed. If any maker misuses a tool, have Another example is this robotic helping hand them take a break or remove the tool with a remote that can be programmed. This device temporarily (2–3 minutes) to help could be helpful for situations where using human reinforce a culture of safety. hands would be dangerous or not strong enough. • Circulate throughout the room noting and celebrating when makers are using Makers will: the various building techniques. Offer • Brainstorm with their partner about suggestions of techniques that are LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 6-8 | MIDDLE SCHOOL

appropriate for what the makers are building. • If you’re assisting makers by making cuts with the box cutter, create a signup list on the board. Send makers to try again when you think they can handle the cut on their own using scissors. Be sure to keep the box cutter closed and in your possession. 5 STEP 5 MINUTES

Clean up. Makers label and save their prototypes to continue working on the next session. Makers will: 1. Put projects away in bins. Label parts they want to keep that don’t fit in the bins. 2. Return tools and materials that can be used again to the right place.

3. Clear tables of garbage and recycling. RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 6-9 | MIDDLE SCHOOL

TROUBLESHOOTING TIPS

Cardboard is • Using the inside of the scissors instead of the tip can difficult to cut. make cutting easier. • Cutting pieces away from the edge of the cardboard is easier than cutting out a shape from the middle of the cardboard. • If you’re really having a hard time, ask a classmate or adult to help you with cuts.

Hot glue isn’t • Hot glue dries quickly, so try to apply the glue a little at holding stuff in a time instead of large amounts. place. • After gluing, hold the pieces in place for at least 20 seconds before releasing. • Support two pieces with an L-bracket, or bridge with glue or tape.

Cardboard won’t • Try experimenting with a different joining technique. hold the shape. • Try different thicknesses of cardboard or layers of cardboard. RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 6-10 | MIDDLE SCHOOL

TROUBLESHOOTING TIPS

Print and use the empty rows to fill in with other problems and solutions that can be shared. RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 6-11 | MIDDLE SCHOOL

PLANNING YOUR PROTOTYPE

Title______

Draw a picture of your Prototype for the Future below.

1. Describe what your prototype does and how the user interacts with it.

2. What are some of the cardboard building techniques you will use?

3. How could you use a Micro:bit in your project? RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 6-12 | MIDDLE SCHOOL

SAFETY AGREEMENT 1. Take care when walking with scissors or sharp things (hold with point facing down). 2. One maker at a time per tool prevents accidents. 3. Be mindful of space from others when using tools.

GLUE GUN SAFETY 1. Only 1 or 2 makers at the hot glue station at a time. 2. Don’t touch the tip of the glue gun. 3. Don’t point the glue gun at another person. 4. Work at the protected glue gun station. 5. Keep the glue gun close to your work. 6. If the glue gun jams, ask an adult for support. INTRODUCTION | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 7-1 | MIDDLE SCHOOL

WEEK 7 INTRODUCTION TO SERVOS

INTRODUCTION

In this session, makers are introduced to programming servo motors with the Micro:bit. The servo motor can be a neat addition to the options for coding the Micro:bit, in preparation for the Cyber Arcade projects they’ll be working on in the following weeks.

ESSENTIAL QUESTIONS

• What is a servo motor and how can I control it with code? • How do artists, engineers, and makers solve problems when they’re working?

LEARNING OUTCOMES

1. Learn how to use code to program a servo motor. 2. Engage in project-based learning through problem-solving and troubleshooting by creating a game using a Micro:bit and code. TEACHERLESSON | RESOURCE CYBER ARCADE: | CYBER PROGRAMMING ARCADE: PROGRAMMING AND MAKING AND WITH MAKING MICRO:BIT WITH MICRO:BIT 7-27-2 || MIDDLE MIDDLE SCHOOL SCHOOL

VOCABULARY

Servo motor: Motor that can be programmed with an electrical signal to move to a specific position

Servo mounting horn: Attaches to the servo to allow other objects to be connected to the servo (e.g., a wheel or an arm)

User: Person playing and interacting with the game

User interface (UI): Physical and digital design of how the user interacts with the game

User experience (UX): How natural and enjoyable the experience is

MATERIALS LIST

EACH PAIR OF MAKERS NEEDS: • Laptop with internet • Micro:bit microcontroller connection • AAA batteries (2) • USB to micro-USB cord • External battery pack • USB flash drive • Alligator-to-pin wires (3) • Notebook • Servo motor with servo horns • Mini screwdriver TEACHER RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 7-4 | MIDDLE SCHOOL

best for your class. You can portion out maker materials into paper trays for

TEACHER PREP WORK each table, or have a dedicated area where makers can access materials 1. Prepare the projector and make freely as needed. sure the internet is working. Collaboration: Let smaller issues 2. Preload the slideshow and videos to work themselves out. Record specific save time. positive examples that you can share 3. Prepare an example of a servo with with makers in the moment or at the code from Steps 2 and 3 (optional). end of the project. These examples provide models for all learners. 4. Attach servo mounting horns to servo motors using a small Frustration: When frustration screwdriver. levels aren’t high, let learners figure it out or keep facilitation low touch 5. Print the Troubleshooting Tips at by asking a question and walking the end of the lesson and post in away. When frustration levels are the classroom. high, intervene more directly to help makers find some success. FACILITATION TIPS Circulate among the makers and Tinkering with electronics: Tinkering monitor for both collaboration and with electrical connections on a servo frustration. can be a bit tricky and won’t work if things aren’t securely connected. If ADDITIONAL RESOURCES students get frustrated, encourage Behind the MakeCode Hardware: them to check the color coding of the Servo Motors with Micro:bit wires throughout the process and to also use the Troubleshooting Tips. Driving a Servo with the Micro:bit They can use painter’s tape or other Connecting a Servo Motor to the non-permanent ways of securing Micro:bit connections.

Materials management: It’s up to you as the educator to decide what works LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 7-5 | MIDDLE SCHOOL

INTRODUCTION TO SERVOS

5 EXPLAIN STEP 1 MINUTES Today we’ll connect and program movement using Introduce the servo motor. a special motor called a servo motor. A servo motor can be programmed to turn a specific number of degrees up to 180°, a full circle. We can use servos in addition to everything else you’ve done so far to create fun and interesting user interface/user experience (UI/UX) for interactive games or devices.

Ask makers: • What is a motor? (A: Device that 20 STEP 2 MINUTES converts electrical energy into rotating mechanical energy.) Program the servo motor. • What kinds of devices have motors in Show makers this short video that them? (Students should brainstorm.) demonstrates Micro:bit buttons A/B controlling a moving servo motor. Give each group of makers a servo motor with a servo horn attached. Makers will draw and list parts they notice in their notebook. Note: Advise makers to handle gently and to not force the turning of the arm, as it could break.

Ask makers to: • Study the servo parts closely. “Servo Attached to Micro:bit” on YouTube, uploaded by Teach with • Describe what they see/notice. ICT, 6/25/2018 The parts to emphasize are: the 3 colored wires, gears, plastic arms, and the fact that the arm turns. LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 7-6 | MIDDLE SCHOOL

EXPLAIN 3. This will take you to a new page. Click on “servo A micro-servo library”. We can program a servo to turn a specific amount by This will add the additional blocks we connecting it to the Micro:bit board and using special need to program the servo. servo coding blocks. First, let’s work with the code in the simulator. Then, we’ll upload it to the board and connect the servo to the board.

DEMONSTRATE AND HAVE MAKERS FOLLOW ALONG:

1. Go to the MakeCode editor URL (makecode.microbit.org) and open a new project. 4. Click and drag over a when button A is pressed from the Inputs menu.

2. In the blocks menu, click on Advanced and then scroll down 5. Drag over a pause block from the Basic to click on Extensions. menu and nest it in the first block.

6. Change the pause time to be 1 sec (or 1000 ms).

7. Notice there’s a new Servos block set servo menu. Click and drag over a LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 7-7 | MIDDLE SCHOOL

P0 angle to block under the pause block.

10. Repeat Steps 8 and 9 two more times. 8. Click on the number 90 within the You’ll have a series of blocks that look block and change it to be the number like the blocks below. Again, click 1. Then you’ll notice a servo appear in on Button A in the simulator and you the simulator. should see the servo arm move back and forth twice.

9. Repeat the pause and set servo blocks by duplicating or dragging over new blocks. This time, change the value in the set servo block to be 180. Click on button A in the simulator, and you’ll notice that the servo will move to the opposite side. 11. Name your file with a unique name and save the file to the USB flash drive. Connect the Micro:bit with the USB cord. LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 7-8 | MIDDLE SCHOOL

Click and drag the file on to the EXPLAIN Micro:bit to upload. Now that we’ve tested our code and uploaded it to the Micro:bit, we’ll connect the servo.

DEMONSTRATE AND HAVE MAKERS FOLLOW ALONG:

1. In order for the servo to get the code, we need to connect 3 of the alligator- to-pin wires to the GND, 3V, and PIN Note: Leave the Micro:bit connected to the laptop 0 terminals on the Micro:bit board for the next step. using the alligator side of the wire. 20 STEP 3 MINUTES

Connect the servo motor.

2. Next, notice on the servo there are 3 colored wires: black, red, and orange. These wires are important to keep track of. The brown wire is the ground wire (GND) or the (–) terminal and the red wire is the 3V or (+) terminal. These help to deliver electricity and power to Once makers have successfully the servo. The orange wire is the signal programmed a servo in the simulator wire, or the wire that actually delivers and uploaded the code to the Micro:bit, the code from the programmed pin on it’s time to connect the physical servo to the Micro:bit to the servo. the board. The Micro:bit should still be connected to the laptop. Give each group 3 alligator-to-pin wires, one servo, and a battery pack. LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 7-9 | MIDDLE SCHOOL

3. Connect your servo wires to the servo doesn’t already have a plastic Micro:bit board following the table mounted “horn” piece, then use a below. If you can match the colors mini screwdriver to attach one so that of the servo motor, great! If not, the it’s easier to see the movement. colors of the alligator-to-pin wires don’t actually matter—it’s just helpful to use the same colors so we can easily track where the wires are going.

5. If the servo works as displayed on the computer simulator, you can disconnect the Micro:bit and connect it to a battery pack. 6. If the servo isn’t moving, check your wiring to see if the connections are right (Steps 2 and 3). If the servo is still not moving from 0 to 180 degrees, then check the code on the screen.

GND Brown 3V Red PIN Yellow

4. Once you think you have the connections right, try pressing Button A and check if the servo is moving or not. You’ll hear a mechanical rotating sound if the servo is working. If your LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 7-10 | MIDDLE SCHOOL

10 • Put away technology and make sure MINUTES STEP 4 laptops are charging. Further explore • Return tools and materials that can be programming the servo. used again to the right place. • Clear tables of garbage and recycling.

Once makers have successfully programmed and connected a servo, have them go back and tinker with the code (e.g.,. change inputs, add displays, move a different amount of degrees, etc.). Remind them that they’ll need to plug their Micro:bit back into their computer. 5 STEP 5 MINUTES

Clean up. Makers will: • Save their file with a unique name onto the USB flash drive.

• Safely disconnect the Micro:bit from the computer. • Put materials away in their bins. RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 7-11 | MIDDLE SCHOOL

TROUBLESHOOTING TIPS

The servo isn’t moving Alligator-to-pin wires or responding. • Check to see that the wires are properly connected to the servo (GND to brown, 3V to red, and Pin to orange). • Make sure alligator clips are secure on the correct pins and are touching the metallic parts. Try extending from the board with a paper fastener. • Try switching out the alligator clips for new ones. Power • The servo might not be getting enough power from the battery pack. Try powering the Micro:bit using the USB to the laptop. If it works, replace the batteries or the battery pack and try again. • Try pressing the reset button on the Micro:bit.

The servo is making Bugs in the code some sound but not • Read through the code. rotating. • Check to make sure there’s a short pause block in the code before and after every turn. The servo cannot move without a pause before and after moving. • The servo gears could be burnt out or broken. Try replacing the servo.

The servo isn’t turning Servo type the amount we • Try connecting a different servo and try again. thought it should. • Servo gears could be uncalibrated or broken. Replace the servo and try again. RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 7-12 | MIDDLE SCHOOL

The LED on the Bad cable or port Micro:bit isn’t flashing • If the Micro:bit isn’t showing up in the computer when we click Upload. menu, try a different cable. • Try a different USB port on the laptop.

Our code isn’t Burnt board uploading correctly to • Try pressing the reset button on the board. the board. The board • Try uploading to a new Micro:bit board. feels hotter than • Check to see if there’s conductive material touching usual. the board. It could be causing a short circuit.

The board isn’t Battery turning on when • Test the batteries to see if they’re charged. connected to the • Check to see if the batteries are flipped. battery pack.

The connections won’t Alligator clips stay in place. • Use painters tape to hold the alligator clips in place. • Try using foil or paper fasteners to extend the metal parts of the board (Pin, GND, 3V). RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 7-13 | MIDDLE SCHOOL

TROUBLESHOOTING TIPS

Print and use the empty rows to fill in with other problems and solutions that can be shared. INTRODUCTION | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 8-1 | MIDDLE SCHOOL

WEEK 8 INTRODUCING THE CYBER ARCADE

INTRODUCTION This week makers begin planning the culminating event, the Cyber Arcade! Makers work together with a project-based approach, designing interactive games using the Micro:bit and maker materials. For the final three weeks, makers synthesize ideas and concepts explored in the past weeks through a repeating cycle of designing, making, and discussion.

ESSENTIAL QUESTIONS • What is a game or interactive project we want to share with our community? • What technology and tools do we want to explore further? • How do artists, engineers, and makers solve problems when they’re working?

LEARNING OUTCOMES 1. Design, plan, and build interactive projects for a community event. 2. Engage in project-based learning through problem-solving and troubleshooting by creating a game using a Micro:bit microcontroller and code. TEACHERLESSON | RESOURCE CYBER ARCADE: | CYBER PROGRAMMING ARCADE: PROGRAMMING AND MAKING AND WITH MAKING MICRO:BIT WITH MICRO:BIT 8-28-2 | MIDDLE MIDDLE SCHOOL SCHOOL

VOCABULARY

Project planning: Process of clarifying goals and listing the steps and materials required to complete a project

Brainstorm: Thinking about and coming up with many ideas or solutions, either on your own or in a group

Game mechanics: Basic actions, processes, visuals, and control mechanisms that are used to make a game

Game designer: Person responsible for designing game storylines, plots, objectives, scenarios, degree of difficulty, and character development

Game engineer: Specialized software engineer who designs and programs video games

Pseudocode: Detailed, informal description of what a computer program must do

MATERIALS LIST ALL MAKERS NEED ACCESS TO: • Alligator clips EACH PAIR OF MAKERS NEEDS: • Alligator-to-pin wires • Micro:bit microcontroller • Buttons (momentary and locking) • External battery pack • Servos • AAA batteries (2) • Tape (masking, painters, duct) • Laptop with internet connection • Aluminum foil • USB to micro-USB cord • Assorted cardboard • USB flash drive • Assorted paper • Notebook • Pipe cleaners, pom-poms, popsicle • Markers sticks • Colored pencils • Misc bottle caps/recycling (optional) • Scissors • Hot glue gun and glue sticks (see • Cardboard scissors Facilitation Tips) Items can be portioned out per table or set up in an area where students can access them freely. TEACHER RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 8-4 | MIDDLE SCHOOL

and adaptations as necessary. If makers misuse any tools, have them take TEACHER PREP WORK a break from the tool and return at your discretion. 1. Ensure the internet connection is Note: If you don’t feel comfortable letting working and connect your laptop to makers use hot glue on their own, you can a projector or screen. set up an area where you help them hot glue 2. Preload videos and slideshows to connections they can’t achieve in other ways. save time. Box cutter (Teacher Use Only): If you’re 3. Set up an equitable system for comfortable using a box cutter, you student access of materials (either can help makers with cardboard as a materials area or distributed cuts they can’t do on their own with evenly per table). scissors. Ask them to draw a visible 4. Set up a hot glue station and/or line with a marker where they want box cutter station, covered with the cut. Encourage them to use the newspaper or butcher paper. regular and cardboard scissors for most of their other cuts. 5. Print the Brainstorm and Project Planning worksheet for each Guidelines for using the box cutter: group, along with a few extras. • Extend the blade of your box cutter 6. Print the Troubleshooting Tips the out to the minimum needed to cut end of the lesson and post in the your material. classroom. • Be sure that the pathway of the knife is not in line with any part of your body, including your other FACILITATION TIPS hand and your legs. Inspiring creativity: If makers have • Don’t push down hard—instead, trouble generating ideas, try brainstorming take multiple passes to make a cut. with a pair that is struggling or with • Retract the knife fully when not in use. the whole group, prompting them with questions like “What games • Pass the knife only when retracted. or activities would you see at a real • Change dull or dirty blades. arcade or carnival?” If they continue to struggle, share a list of examples. ADDITIONAL RESOURCES Safety: Using hands-on tools is an Wonderful Idea Co: Computational empowering part of this curriculum. Carnival However, practicing safety while working is crucial when using hot Driving a Servo with the Micro:bit glue and sharp tools. You know your makers best, so make adjustments LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 8-5 | MIDDLE SCHOOL

INTRODUCING THE CYBER ARCADE

5 With the corresponding slides, briefly STEP 1 MINUTES review the skills and concepts that have Introduce the Cyber Arcade. been covered in the last 7 weeks. • Week 1: Designed and connected LED circuits • Week 2: Programmed a Micro:bit with inputs and outputs • Week 3: Designed games with conditionals and number ranges and game mechanics

“Caine Monroy: Inventors Challenge 2019” on YouTube, • Week 4: Connected and programmed uploaded by Imagination Fdn, 5/24/2019 homemade switches and arcade buttons Show this video of Caine Monroy • Week 5: Connected speakers and to introduce the idea of a cardboard programmed sounds challenge and arcade games. • Week 6: Explored cardboard engineering to build prototypes EXPLAIN • Week 7: Connected and programmed Caine Monroy became famous for his creativity at the servo motors age of nine, but he has never stopped learning and imagining. Here, he explains why Arcade Games are 10 important to him and his community. STEP 2 MINUTES

We’ve done so much learning and exploring with the Brainstorm. Micro:bit together in the last 7 weeks! First, give your Design partner, classmates, and yourself a big high five! We’ll use the rest of the sessions to apply what we’ve learned to create Micro:bit interactive arcade games to host a Cyber Arcade event! We’ll have 3 weeks to design and make, and on the last day we’ll have an Discuss Make open arcade and play each other’s games! LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 8-6 | MIDDLE SCHOOL

Give each group a copy of the Brainstorm There are 3 phases we cycle through as we work: for the Cyber Arcade worksheet. design, make, and discuss. First, makers work together to 1. Design: Brainstorm ideas. What kind of game or brainstorm at least 4 different experience do you want the user to have? What ideas. Then, through discussion, are its inputs and outputs? What materials will they choose one idea to work on. If you need? How will you program it? makers have trouble generating ideas, 2. Make: You and your partner are doing the work try brainstorming with a pair that is of programming, making and building. You’re struggling or with the whole group, troubleshooting and solving problems as you prompting them with questions like work. You can assign tasks for this so it’s clear “What games or activities would you who is doing what and when. see at a real arcade or carnival?” If they continue to struggle, share a list of 3. Discuss: It’s important that you and your examples. partner communicate, especially when troubleshooting and solving problems. You may need to stop to reflect and make changes to your EXPLAIN designs as you work. For the next 3 weeks, you and your partner will To begin, you and your partner will brainstorm a list design, make, and code an interactive game or of ideas for a Cyber Arcade project. Once you decide activity for visitors of the Cyber Arcade! Think about on an idea, you’ll work together to create a project what kind of game or experience you want to design. plan to help keep you on track for the next few Who are you designing for? What kinds of things weeks. would you see at a real arcade, amusement park, or carnival? In Step 1 on your worksheet, come up with at least 4 different project ideas and describe how the user Here’s the criteria for what your project will include: would interact with each one. 1. Construction: Use cardboard engineering techniques.

2. Inputs: Include at least one programmed input. 3. Programming: Use either conditional and/or number ranges for the game mechanics.

4. Electronic components: Include at least one programmed button or switch, speaker, or servo. You can include as many as you like. LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 8-7 | MIDDLE SCHOOL

40 will do what in order to get your project ready in time STEP 3 MINUTES to present. Create a project plan and make.

Makers work together to fill out the brainstorming and project plan sheets. Once makers have filled out these sheets and shared them with you for review, they can begin gathering materials.

5 STEP 4 MINUTES

Clean up. Makers will: Once groups have chosen an idea to work • Put any materials they want to keep to on, it’s time to create a project plan by use in their partner bin. filling out theProject Plan section of the worksheet. Makers will share their idea • Put away technology and make sure with the rest of the group to ensure that laptops are charging. groups aren’t doing the same project. All • Return tools and materials that can be the groups are working collaboratively to used again to the right place. create a variety of games for the Cyber • Clear tables of garbage and recycling. Arcade!

EXPLAIN Once you and your partner choose an idea you want to work on, it’s time to write up a project plan. In almost any professional job or sport, teams use project plans to make sure that all the different tasks get done to complete a project. Be open to changing your original plan as you make. We’ll have limited time to work on these, so you might need to simplify for the most important parts of your project. Also, figure out who RESOURCELESSON | CYBER | CYBER ARCADE: ARCADE: PROGRAMMING PROGRAMMING AND AND MAKING MAKING WITH WITH MICRO:BIT MICRO:BIT 8-88 | MIDDLE MIDDLE SCHOOL SCHOOL

PROJECT IDEAS

Jukebox Program 2 buttons to play music and animate a display.

Food Use a homemade switch as an input to place an order, and use an Stand animated display or sound to show when food is ready.

Strength Use a homemade switch to choose a random number to show how “strong” the user Test is.

Digital Program the Micro:bit as a dice, and create game mechanics for the numbers. Dice

Racing Use 2 Micro:bits programmed to show random numbers that Game display how many spaces the cars should move.

Truth or Program 2 switches, where the user chooses T or D and Dare the numbers mean different truth or dares.

Fortune The Servo Spinner chooses a random number to turn to, which points to a fortune. Teller

Spaceship Build a mini cardboard spaceship with buttons and an interactive LED screen. Ride

Cotton Program a switch to move the servo that moves cotton candy to the user. Candy

Ticket Program the Micro:bit to show the number of tickets to give to a user. Counter RESOURCELESSON | CYBER | CYBER ARCADE: ARCADE: PROGRAMMING PROGRAMMING AND AND MAKING MAKING WITH WITH MICRO:BIT MICRO:BIT 8-99 | MIDDLE MIDDLE SCHOOL SCHOOL

DESIGN AND DISCUSS — BRAINSTORM FOR THE CYBER ARCADE

Step 1: Brainstorm. Make a list of ideas. This is not the time to judge ideas or think too much about it. Write down as many ideas as you can come up with (for example, Truth or Dare, Strength Meter, Fortune Teller).

What is the project idea? How would the user interact with it? 1. 1.

2. 2.

3. 3.

4. 4.

Step 2: Discuss and decide. From the list above, discuss with your partner and come to an agreement on which idea you want to move forward with. Use the space below to draw and take notes as you talk. RESOURCELESSON | CYBER | CYBER ARCADE: ARCADE: PROGRAMMING PROGRAMMING AND AND MAKING MAKING WITH WITH MICRO:BIT MICRO:BIT 8-1010 | MIDDLE MIDDLE SCHOOL SCHOOL

DESIGN AND DISCUSS — PROJECT PLAN FOR THE CYBER ARCADE

Title______1. In a few sentences, describe your Cyber Arcade project.

2. How will you build it? What engineering techniques do you plan to use?

CYBER ARCADE — TECHNICAL PLAN 3. How will you program your game? (Write the pseudocode of the number ranges or conditionals.)

4. List what inputs and outputs you’ll program. Inputs: How will the user interact with the project? (buttons, shake, etc.) Outputs: What happens when they interact with it? (shows animation, plays sound, etc.)

INPUTS (Example: Press a momentary switch.) OUTPUTS (Example: Will give you a fortune.)

5. Which parts will you use? (switch, button, speaker, servo) RESOURCELESSON | CYBER | CYBER ARCADE: ARCADE: PROGRAMMING PROGRAMMING AND AND MAKING MAKING WITH WITH MICRO:BIT MICRO:BIT 8-118-11 | MIDDLE MIDDLE SCHOOL SCHOOL

GLUE GUN SAFETY 1. Only 1 or 2 makers at the hot glue station at a time. 2. Don’t touch the tip of the glue gun. 3. Don’t point the glue gun at another person. 4. Work at the protected glue gun station. 5. Keep the glue gun close to your work. 6. If the glue gun jams, ask an adult for support. RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 8-12 | MIDDLE SCHOOL

TROUBLESHOOTING TIPS

The cardboard is • Using the inside of the scissors instead of the tip difficult to cut. can make cutting easier. • Cutting pieces away from the edge of the cardboard is easier than cutting out a shape from the middle of the cardboard. • If you’re really having a hard time, ask a classmate or adult to help you with cuts.

The hot glue isn’t • Hot glue dries quickly, so try to apply the glue a holding stuff in place. little at a time instead of large amounts. • After gluing, hold the pieces in place for at least 20 seconds before releasing. • Support two pieces with an L-bracket or a bridge, using glue or tape.

The cardboard won’t • Try experimenting with a different joining hold the shape. technique. • Try different thicknesses of cardboard or layers of cardboard.

The board isn’t File version check showing what we • Check to see that you uploaded the most recent coded. copy of the code. • Resave the latest version and drag and drop it onto the Micro:bit.

Our code isn’t doing Check for bugs what we expected. • Read through the code. • Read it out to a friend. • Check to see if there are extra blocks that aren’t supposed to be there. RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 8-13 | MIDDLE SCHOOL

Our code isn’t Burnt board uploading correctly to • Try pressing the reset button on the board. the board. The board • Try uploading to a new Micro:bit board. feels hotter than usual.

Our board isn’t Battery turning on when • Check the batteries to see if they’re charged. connected to the • Check to see if the batteries are flipped. battery pack.

We have alligator Alligator clips clips connected to the • Make sure alligator clips are secure on the correct board, but the code pins and are touching the metallic parts. isn’t running. • Try switching alligator clips. RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 8-14 | MIDDLE SCHOOL

TROUBLESHOOTING TIPS

Print and use the empty rows to fill in with other problems and solutions that can be shared. INTRODUCTION | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 9-1 | MIDDLE SCHOOL

WEEK 9 DAY 1: CYBER ARCADE WORK SESSIONS

INTRODUCTION This week makers continue working on their interactive games with a project-based approach. For the final two weeks, makers are experimenting with and synthesizing concepts explored in past weeks.

ESSENTIAL QUESTIONS • What is a game or interactive project we want to share with our community? • What changes do we make to our project as we design, make, and discuss? • How do artists, engineers, and makers solve problems when they’re working?

VOCABULARY

Project planning: Process of clarifying goals and listing the steps and materials required to complete a project

Game mechanics: Basic actions, processes, visuals, and control mechanisms that are used to make a game

Game designer: Person responsible for designing game storylines, plots, objectives, scenarios, the degree of difficulty, and character development

Game engineer: Specialized software engineers who design and program video games

Pseudocode: Detailed, informal description of what a computer program must do

MATERIALS LIST ALL MAKERS NEED ACCESS TO: • Alligator clips EACH PAIR OF MAKERS NEEDS: • Alligator-to-pin wires • Micro:bit microcontroller • Buttons (momentary and locking) • External battery pack • Servos • AAA batteries (2) • Tape (masking, painters, duct) • Laptop with internet connection • Aluminum foil • USB to micro-USB cord • Assorted cardboard • USB flash drive • Assorted paper • Notebook • Pipe cleaners, pom-poms, popsicle • Markers sticks • Colored pencils • Misc bottle caps/recycling (optional) • Scissors • Hot glue gun and glue sticks • Cardboard scissors (see Facilitation Tips) Items can be portioned out per table or set up in an area where students can access them freely. TEACHER RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 9-4 | MIDDLE SCHOOL

day. Encourage makers to discuss with their partner and classmates, TEACHER PREP WORK and redesign as necessary. Remind makers of the cycle of “design, 1. Set up an equitable system for make, discuss.” Explain that it’s a student access of materials (either cycle because often when creating as a materials area or distributed something new, makers need to evenly per table). redesign after learning from things 2. Set up a hot glue station covered that don’t work out the first time. with newspaper or butcher paper. Managing technology, electronics, 3. Print the Troubleshooting Tips and making: Part of the excitement and Safety Agreement at the of this project is the combination of end of the lesson and post in the using computers, code, electronics, classroom. and hands-on making materials together. Remind makers to clean up FACILITATION TIPS their work areas as they go. It may be helpful to circulate around the room Safety: Using hands-on tools is an to remind makers to establish work empowering part of this curriculum. zones and help clear cardboard and However, practicing safety when recycling around groups as they work. working is crucial when using hot glue and sharp tools. Box cutters are for Collaboration: Ensure that all teacher use only! If you’re comfortable with makers participate in all aspects of using one, you can help makers with cardboard the project (coding, designing, and cuts they can’t do on their own. If you don’t feel making). Often makers will stick comfortable with letting makers use hot glue with an area they’re comfortable on their own, you can set up an area where you in. While acknowledging their help them. You know your makers best, particular skill in one area, use so make adjustments and adaptations pair programming as needed to as necessary. If makers misuse any tools, switch roles, or have makers switch have them take a break from the tool and roles at least once in the session. return at your discretion. Encourage makers to stretch out of their comfort zone to gain more Supporting a maker mindset: experience with aspects they’re less Project-based making and coding is comfortable with. all about learning by making mistakes and encountering challenges. When makers get frustrated that something ADDITIONAL RESOURCES doesn’t work out as planned, remind Micro:bit Game Design with them that feeling frustrated is Conditionals normal and that professional game designers, engineers, and artists Wonderful Idea Co: Computational experience similar challenges every Carnival LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 9-5 | MIDDLE SCHOOL

CYBER ARCADE WORK SESSIONS

5 At the end of the last session, we reflected on: STEP 1 MINUTES 1. Challenges you faced and worked through Reflect on the last session 2. Changes you and your partner will make to your Design original plan 3. What you plan to start with today

Take 3 minutes to get out your project plan and talk with your partner about what each of you will work on and any changes you plan to make today. Discuss Make

Makers reflect on their journal entry Ask for volunteers to share with the from the last session with their partner. group their responses from their Ask them to revisit what they answered notebooks, pausing to acknowledge last week, and discuss the changes and and make suggestions for some of the goals they want to set for the day. comments they share.

EXPLAIN 45 STEP 2 MINUTES This week you and your partner continue working on your projects as game designers and game Time to make. engineers. Next week, we’ll be planning and setting up our classroom as a Cyber Arcade. Then we’ll invite people from the community to come and play the games we’re creating! Throughout these 9 weeks, we’ve been asking ourselves, “How do artists, engineers, and makers solve problems when they’re working?” When we invent and create, it’s normal to feel challenged and frustrated! Professional artists, engineers, and makers feel exactly how you do every day. LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 9-6 | MIDDLE SCHOOL

This block of time is for makers to work specific examples of partner groups on their projects. Make sure every group that you observed working together has enough space to safely work on successfully through problems in both coding and making. making and programming.

• Circulate through the room and 1. Make: Were there any challenges or facilitate safe working habits by successes you can share about your celebrating safe behaviors and calling making and programming today? attention to any unsafe behaviors (see 2. Discuss: How did you and your Facilitation Tips). partner communicate today? Share • Help groups troubleshoot only after examples of how you worked together they’ve tried on their own for some to get through a tough problem. time—and after they’ve asked 3. Design/Redesign: How did executing classmates. your design work out? Did you make • Give suggestions to groups on how to any changes to your original design? improve their engineering, coding, etc., Note: Remind makers to save their files onto their on an organic and 1:1 basis. USB flash drive before cleaning up. • Help students with making cuts on their cardboard if you’re comfortable 7 MINUTES using the box cutter (see Facilitation STEP 4 Tips). Clean up. • If makers get frustrated or express Makers will: conflict, point out when they should stop making to discuss and redesign as • Disconnect the battery pack. needed. • Put supplies and technology in their assigned bins. 3 • Return laptops and plug them in for STEP 3 MINUTES charging. Reflect and discuss. • Return tools and materials that can be Before cleaning up for the day, makers used again to the right place. pause to reflect. Ask makers to reflect • Clear tables of garbage and recycling. and share about various points of the design, make, discuss cycle. Call out RESOURCELESSON | CYBER | CYBER ARCADE: ARCADE: PROGRAMMING PROGRAMMING AND AND MAKING MAKING WITH WITH MICRO:BIT MICRO:BIT 9-7 9-7 | MIDDLE | ELEMENTARY SCHOOL

GLUE GUN SAFETY 1. Only 1 or 2 makers at the hot glue station at a time. 2. Don’t touch the tip of the glue gun. 3. Don’t point the glue gun at another person. 4. Work at the protected glue gun station. 5. Keep the glue gun close to your work. 6. If the glue gun jams, ask an adult for support. RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 9-8 | ELEMENTARY

TROUBLESHOOTING TIPS

The cardboard is • Using the inside of the scissors instead difficult to cut. of the tip can make cutting easier. • Cutting pieces away from the edge of the cardboard is easier than cutting out a shape from the middle of the cardboard. • If you’re really having a hard time, ask a classmate or adult to help you with cuts.

The hot glue isn’t • Hot glue dries quickly, so try to apply the glue holding stuff in place. a little at a time, instead of large amounts. • After gluing, hold pieces in place for at least 20 seconds before releasing. • Support two pieces with an L-bracket or bridge, using glue or tape.

The cardboard won’t • Try experimenting with a different joining technique. hold the shape. • Try different thicknesses of cardboard or layers of cardboard.

The board isn’t File version check showing what we • Check to see that you uploaded the most recent copy coded. of the code. • Resave the latest version and drag and drop it onto the Micro:bit.

Our code isn’t Burnt board uploading correctly to • Try pressing the reset button on the board. the board. The board • Try uploading to a new Micro:bit board. feels hotter than usual.

Our board isn’t Battery turning on when • Check the batteries to see if they’re charged. connected to the • Check to see if the batteries are flipped. battery pack.

TROUBLESHOOTING TIPS

Print and use the empty rows to fill in with other problems and solutions that can be shared. INTRODUCTION | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 10-1 | MIDDLE SCHOOL

WEEK 10 CYBER ARCADE & EVENT PLANNING

INTRODUCTION This is the last session makers have to continue working on their interactive Cyber Arcade projects. They’ll prepare their projects to share in a community Cyber Arcade event at the end of the day. Inviting members of the community to come participate is a great motivator and creates a genuine experience for makers to share their work.

ESSENTIAL QUESTIONS • What is a game or interactive project we want to share with our community? • What changes do we need to make to our project to be ready for the Cyber Arcade? • How do artists, engineers, and makers solve problems when they’re working?

LEARNING OUTCOMES 1. Engage in project-based learning through problem-solving and troubleshooting by creating a game using a Micro:bit microcontroller and code.

2. Build, test, and complete interactive projects for a community event. TEACHERLESSON | RESOURCE CYBER ARCADE: | CYBER PROGRAMMING ARCADE: PROGRAMMING AND MAKING AND WITH MAKING MICRO:BIT WITH MICRO:BIT 10-210-2 || MIDDLE MIDDLE SCHOOL SCHOOL

VOCABULARY

Project planning: Process of clarifying goals and listing the steps and materials required to complete a project

Game mechanics: Basic actions, processes, visuals, and control mechanisms that are used to make a game

Game designer: Person responsible for designing game storylines, plots, objectives, scenarios, the degree of difficulty, and character development

Game engineer: Specialized software engineers who design and program video games

Pseudocode: Detailed, informal description of what a computer program must do

MATERIALS LIST ALL MAKERS NEED ACCESS TO: • Alligator clips EACH PAIR OF MAKERS NEEDS: • Alligator-to-pin wires • Micro:bit microcontroller • Buttons (momentary and locking) • External battery pack • Servos • AAA batteries (2) • Tape (masking, painters, duct) • Laptop with internet connection • Aluminum foil • USB to micro-USB cord • Assorted cardboard • USB flash drive • Assorted paper • Notebook • Pipe cleaners, pom-poms, popsicle • Markers sticks • Colored pencils • Misc bottle caps/recycling (optional) • Scissors • Hot glue gun and glue sticks • Cardboard scissors (see Facilitation Tips) Items can be portioned out per table or set up in an area where students can access them freely. TEACHER RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 10-4 | MIDDLE SCHOOL

If makers misuse any tools, have them take a break from the tool and return at TEACHER PREP WORK your discretion. 1. Set up an equitable system for Managing technology, student access of materials (either electronics, and making: Part of as a materials area or distributed the excitement of this project is the evenly per table). combination of using computers, 2. Set up a hot glue station covered code, electronics, and hands-on with newspaper or butcher paper. making materials together. Remind makers to clean up their work areas 3. Print and cut copies of the Project as they go. It may be helpful to Checklist (1 slip for each group). circulate around the room to remind 4. Print out copies of the Cyber makers to establish work zones and Arcade Project Description help clear cardboard and recycling (1 for each group, plus extras). around groups as they work. 5. Print the Troubleshooting Tips and Collaboration: Ensure that all post in the classroom. makers participate in all aspects of the project (coding, designing, and making). Often makers will stick FACILITATION TIPS with an area they’re comfortable Inspiring creativity: To build in. While acknowledging their excitement for the Cyber Arcade, particular skill in one area, use invite external community members pair programming as needed to (students, staff, parents, etc.) if switch roles or have makers switch possible. Having an authentic audience roles at least once in the session. makes the experience of sharing their Encourage makers to stretch out hard work more fun and significant. of their comfort zone to gain more Makers may be at a point of wanting experience with the other areas to decorate their projects or create they’re less comfortable in. props to make the experience more exciting and fun. If possible, help ADDITIONAL RESOURCES organize and acquire additional materials when appropriate. Micro:bit Game Design with Safety: Using hands-on tools is an Conditionals empowering part of this curriculum. However, practicing safety when Wonderful Idea Co.: working is crucial when using hot Computational Carnival glue and sharp tools. You know your makers best, so make adjustments and adaptations as necessary. LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 10-5 | MIDDLE SCHOOL

CYBER ARCADE & EVENT PLANNING

5 Give each group a printed Project STEP 1 MINUTES Checklist slip they can fill out together Complete a Project Checklist. and tape into their notebook.

Desin PROJECT CHECKLIST 6 Coding is complete, tested, and saved onto the USB flash drive. 6 Code is successfully uploaded to the Micro:bit. 6 Test connections to the Micro:bit (servos, Discuss Make buttons, switches, batteries, speakers) and secure with tape, pipe cleaners, or zip ties Makers reflect on where they left off in where necessary. the last session and discuss what they 6 Cardboard construction is complete and need to do today in order to be ready for sturdy. the Cyber Arcade event. 6 Surface decorations, signs, and props are complete. EXPLAIN This is the last session you and your partner have to 30 complete your projects before we present and share STEP 2 MINUTES our work in the interactive Cyber Arcade event. At the end of the day we will set up and host our Cyber Time to make. Arcade and experience each other’s projects. Depending on how far along your project is, you may have to simplify or add to your project to meet the deadline. You can also work on making your project more presentable by decorating or creating signs and props. You and your partner will go through a project checklist to make sure you have completed all the steps to be ready to present. If you still have work to do on the list, make sure you and your partner work together to complete it before the event begins. LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 10-6 | MIDDLE SCHOOL

This block of time is for makers to 10 complete any work on their projects. STEP 3 MINUTES Depending on how far along makers Set up the Cyber Arcade. are, they may need to simplify their project in order to finish, or they may be done and want to add more surface decorations. Groups that are finished can help other groups or make signage or decorations for the event, using the maker supplies. Make sure every group has enough space to safely work on coding and making. • Circulate around the room and facilitate safe working habits by This is the time for makers to make any celebrating safe behaviors and calling last-minute changes and set up their attention to any unsafe behaviors (see projects before the event starts. If there Facilitation Tips). is time, have makers fill out theCyber • Assist with troubleshooting issues related Arcade Project Description and put it to coding, electronics, and building with next to their project. cardboard only after makers have tried Set up the room in a way that safely on their own for some time, and after allows the flow of visitors and transforms they’ve asked classmates. the space to feel exciting. Makers who • Give suggestions on what parts to are finished and ready can help decorate edit out or prioritize in order to have a the space with streamers, balloons, etc. project to present in the next session. Give makers specific tasks or roles for the event. • Help students with making cuts on their cardboard if you’re comfortable with using the box cutter (see EXPLAIN Facilitation Tips). You have 10 minutes to make any final touches and • If makers get frustrated or express set up your projects for the arcade! Don’t worry if conflict, point out when they should your project is not as far along as you had hoped. We stop making to discuss and redesign as have worked so hard and explored so many high-level needed. skills! If you’re finished with your project, you can LESSON | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 10-7 | MIDDLE SCHOOL

help set up the space with decorations or practice 5 STEP 5 MINUTES how you’ll interact with the visitors. Clean up. Makers will: 10 • Disconnect the battery pack. STEP 4 MINUTES • Put supplies and technology in their Run the Cyber Arcade. assigned bins. • Return laptops and plug them in for charging. • Return tools and materials that can be used again to the right place. • Clear tables of garbage and recycling.

Makers present and share their work with community members. Depending on how much time is available, this may be done in group presentation fashion or science fair style, where people freely circulate interacting with the projects. When makers present, have them share the following: 1. Explain what their project is and how it works. 2. Share the challenges they worked through together in their coding and making. RESOURCELESSON | CYBER | CYBER ARCADE: ARCADE: PROGRAMMING PROGRAMMING AND AND MAKING MAKING WITH WITH MICRO:BIT MICRO:BIT 10-810-8 || MIDDLE MIDDLE SCHOOL SCHOOL

GLUE GUN SAFETY 1. Only 1 or 2 makers at the hot glue station at a time. 2. Don’t touch the tip of the glue gun. 3. Don’t point the glue gun at another person. 4. Work at the protected glue gun station. 5. Keep the glue gun close to your work. 6. If the glue gun jams, ask an adult for support. RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 10-9 | MIDDLE SCHOOL

TROUBLESHOOTING TIPS

The board isn’t File version check showing what we • Check to see that you uploaded the coded. most recent copy of the code. • Resave the latest version and drag and drop onto the Micro:bit.

The code isn’t doing Check for bugs what we expected. • Read through the code. • Read it out to a friend. • Check to see if there are extra blocks that aren’t supposed to be there.

The LED on the Bad cable or port Micro:bit isn’t flashing • If the Micro:bit isn’t showing up in the when we click Upload. computer menu, try a different cable. • Try a different USB port on the laptop.

Our code isn’t Burnt board uploading correctly to • Try pressing the reset button on the board. the board. The board • Try uploading to a new Micro:bit board. feels hotter than usual.

Our board isn’t Battery turning on when • Check the batteries to see if they’re charged. connected to the • Check to see if the batteries are flipped. battery pack. RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 10-10 | MIDDLE SCHOOL

TROUBLESHOOTING TIPS

Print and use the empty rows to fill in with other problems and solutions that can be shared. RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 10-11 | MIDDLE SCHOOL

PROJECT CHECKLIST Print out (4 per page), cut out, and give one slip to each group.

PROJECT CHECKLIST 6 Coding is complete, tested, and saved onto the USB flash drive. 6 Code is successfully uploaded to the Micro:bit. 6 Test connections to the Micro:bit (servos, buttons, switches, batteries, speakers) and secure with tape, pipe cleaners, or zip ties where necessary. 6 Cardboard construction is complete and sturdy. 6 Surface decorations, signs, and props are complete.

CYBER ARCADE PROJECT DESCRIPTION

Welcome to our Cyber Arcade! Our game is called:

Here is how you play our game:

This is how we coded our game: INPUTS OUTPUTS

Here are some cool things we used in our game (switches, servos, etc.):

Thank you for coming to our Cyber Arcade! (Add makers’ names below.)

______and ______